Mismatch by Kat Holmes – How Inclusion Shapes Design
For this blog post, I reflect on Mismatch: How Inclusion Shapes Design, a book by Kat Holmes. Holmes challenges designers to think beyond the „one-size-fits-all“ mindset and consider how exclusion often stems from poorly designed systems. This book gives great insights into how inclusive design not only addresses the needs of marginalized communities but creates better experiences for everyone, which would also be the goal of my future research and work.
Mismatch as the root of exclusion
Holmes defines a „mismatch“ as the gap between a person’s abilities and the design of a product or environment. These mismatches create barriers that exclude individuals from fully participating in society. She argues that exclusion is often unintentional and comes from design decisions that overlook the diversity of human experiences.
Inclusion amplifies innovation
Holmes emphasizes that designing for inclusion doesn’t just solve problems for a small group, it can lead to innovations that improve experiences for everyone.
Start with people, not solutions
Holmes advocates for a human-centered design approach that prioritizes understanding the needs and experiences of users before jumping to solutions. She stresses the importance of involving diverse voices throughout the design process.
Inclusive design is a practice, not a checklist
Holmes warns against treating inclusion as a one-time task. Inclusive design is an ongoing process of identifying mismatches, testing solutions, and iterating based on feedback.
How this book shapes my approach
The author’s emphasis on identifying mismatches resonates deeply with my goal of creating educational tools that truly meet the needs of children with autism. Her framework provides a clear path forward:
Understand the user experience: Conduct interviews and observations to identify where mismatches occur in current tools and approaches.
Collaborate with users: Involve children and their caregivers in the design process to co-create solutions.
Test and iterate: Treat every prototype as an opportunity to learn and improve, making sure that the tools evolve with the needs of the users.
Think beyond disabilities: Consider how inclusive features can benefit all users, creating tools that are universal in their appeal and usability.
Kat Holmes’ Mismatch is a great reminder that exclusion is a design choice—and so is inclusion. By addressing mismatches, we can create products and environments that actually help and empower users.
References:
Holmes, Kat. Mismatch: How Inclusion Shapes Design. United Kingdom: MIT Press, 2018.
Just like last year, the World Usability Congress gave me a lot of really great insights. After my experience last year, I already knew what to expect, which helped me organize the time spent there and focus on the talks that seemed the most important to me, since seeing all of them was not possible. I spent most of my time in the “Accessibility & Inlcusion” room this year, and one talk from the second day left the biggest impression on me, especially because I was listening with my master thesis topic in mind. Mari-Ell Mets from Trinidad Wiseman gave a talk titled „Website and Apps for Everybody – Making Accessibility Easy.“ The presentation focused on practical strategies to make digital platforms more inclusive, offering advice for creating user-friendly websites and apps for everyone, including those with special needs. The presentation laid out ten essential rules for improving accessibility, each of which provides valuable guidance for my own work. I summarized the key takeaways and how they connect to my research.
1. Avoid Moving Content
Mets stressed the importance of avoiding autoplaying videos, animations, or sounds, which can overwhelm users. She also recommended providing a „stop“ button for any moving content and eliminating flickering elements entirely.
2. Use Contrasted Colors
Proper color contrast is essential for readability. Mets outlined the recommended contrast ratios: at least 4.5:1 for regular text and 3:1 for larger or bold text. She emphasized avoiding text over images and using tools like contrast checkers to ensure compliance.
3. Adapt to User Settings
Websites and apps should respect a user’s browser or device settings, such as font size or color preferences. Mets encouraged the use of relative font and container sizes to ensure flexibility.
4. Ensure Keyboard Navigation
Accessibility isn’t complete without full keyboard navigation. Mets highlighted the importance of using native elements, avoiding drag-and-drop actions, and carefully managing focus order.
5. Make Focus Visible
It’s crucial for users to see where their keyboard focus is on the page. Mets advised keeping focus styles visible and maintaining a logical focus order throughout the site.
6. Specify Language in Code
To support screen readers and multilingual content, the language of the page must be defined using the lang attribute in the code.
7. Reflect Visual Relationships in Code
Visual structures, such as headings, lists, and tables, must also be coded correctly to make sense to assistive technologies. Mets recommended testing with screen readers to ensure usability.
8. Clearly Define UI Elements
Each user interface element must have a defined name, role, and value in the code. Mets encouraged the use of native elements and careful research before implementing ARIA attributes.
9. Provide Text Alternatives
Mets highlighted the importance of providing text alternatives for informative images and hiding decorative images from assistive technologies.
10. Deliver Clear Error Messages
Error messages should clearly indicate what went wrong and how to fix it. Mets emphasized providing clear labels, marking errors visually, and ensuring screen readers can announce the messages.
Conclusion
Mari-Ell Mets concluded the talk by emphasising that accessible design benefits everyone, not just those with disabilities. For my research, this presentation really showed the importance of accessibility as a foundation for designing educational tools. Incorporating these principles into my work will ensure that the tools I create are inclusive, empowering children with autism to engage confidently with technology.
Title: Enhancing Educational Experience: A Digital Approach to Visual Education Tool for Children with ASD (Autism Spectrum Disorder) Author: Gladys Theresia Suryana University: Aalto University School of Arts, Design and Architecture Master’s Degree Course: International Design Business Management – Arts Department of Design
In this blog post, I have decided to evaluate a master thesis by Gladys Theresia Suryana called „Enhancing Educational Experience: A Digital Approach to Visual Education Tool for Children with ASD (Autism Spectrum Disorder)“. I decided on this thesis because it seemed relevant to my current research topic, therefore I studied it according to given criteria.
Level of design
This thesis has a very user-centered approach. By collaborating with educational institutions and involving caregivers and therapists, the work demonstrates a careful design process that takes into account the unique needs of ASD students, demonstrating a high level of empathy and understanding of the design context.
Degree of innovation
The work shows a high degree of innovation, especially in the integration of co-design methods to create a visual educational tool for children with ASD. Even though the application of digital tools in education is not new, the focus on creating visual tools specifically for children with ASD and using a feedback system makes this approach really interesting.
Independence
Suryana did extensive research for this thesis with minimal relying on assistance from others. This independent approach shows a high level of initiative in solving the problem.
Outline of structure
The structure of the paper is well organized, it logically moves from the literature review and research of ASD challenges to the development and application.
Degree of communication
Communication in the paper is clear and precise, especially considering the complex topic about ASD and visual educational tools. The work includes interviews and case studies, demonstrating Suryana’s ability present information in an engaging and accessible way.
Scope of the work
The scope of work is appropriate for a master’s thesis, including a literature review on autism, current state of education, and specific requirements for visual tools.
Orthography and accuracy
The spelling and accuracy of the work seem very precise, with terminology that is accurately used in the context of educational techniques and design methodology for ASD, which contributes to credibility.
Literature
The paper includes a wide range of literature, with references covering ASD, design thinking, educational tools and co-design processes. This approach shows an understanding of interdisciplinary sources, which is critical in addressing inclusive design.
This blog post was written with the help of Chat GPT, used for english translations and spelling.
In this starting phase I decided to focus on a simple math exercise. Following the exercise from start to finish, I tried to simulate what a lesson using a tool like this would look like.
Step-by-Step Breakdown of the Math Exercise
Upon starting the session, students are greeted with a welcome screen that prompts them to select a subject. This screen features four main subjects: Math, Reading, Writing, and Let’s Play.
Why? According to educational research, offering a choice increases student motivation and a sense of control over their learning. The visual representation of each subject helps young learners easily navigate and select their preferred activity.
Finding the Help Button
On every screen, there’s a little question mark (?) in the corner. When you click on it, a helpful message pops up to explain what you need to do next.
Why? Sometimes, we all get a bit confused or forget what to do. The question mark is like a friendly helper that’s always there when you need it.
Math Subject Selection
When the student selects „Math,“ they are taken to a new screen with six lessons, each represented by a numbered tile.
Why? Breaking down the curriculum into individual lessons helps in setting clear, achievable goals. Research shows that structured learning paths contribute to better knowledge retention.
Visual and Interactive Elements
The use of bright colors and large icons is based on research indicating that young children respond better to visually appealing and easily recognizable graphics. This enhances their ability to navigate the interface independently.
User Engagement
The interactive nature of the prototype encourages active participation rather than passive learning. Studies have shown that interactive learning can significantly improve student engagement and retention of material.
Conclusion
The first phase of the interactive learning table prototype for math exercises represents an integration of educational research and user-centered design. By focusing on interactivity, visual appeal, and structured learning, I wish to create a tool that not only supports academic growth but also fosters a love for learning among young students with cognitive disabilities. As I move forward, I will continue to refine and expand the functionality based on user feedback and ongoing research in educational technology.
Children with cognitive disabilities often face unique challenges in processing and responding to sensory stimuli. Understanding and catering to their specific learning needs can make a significant difference in their educational experiences and outcomes. Kinesthetic and tactile learning styles, which involve hands-on activities and physical movement, are particularly beneficial for these children. This blog post explores the importance of incorporating these learning styles, supported by recent studies and practical strategies.
Understanding Kinesthetic and Tactile Learning
Kinesthetic learners thrive on movement and physical activities. They learn best by doing rather than observing or listening. Tactile learners, on the other hand, benefit from using their sense of touch to explore and understand the world around them. These learning styles are crucial for children with cognitive disabilities, including those with Autism Spectrum Disorder (ASD), who often exhibit heightened sensory sensitivities.
The Benefits of Kinesthetic and Tactile Learning
Enhanced Sensory Processing
A study by Asmika et al. (2016) found that children with autism are more sensitive to tactile sensory stimuli compared to their neurotypical peers. This heightened sensitivity means they respond more intensely to touch and other tactile inputs. By incorporating tactile learning activities, educators can help these children engage with their environment in a controlled and supportive manner, aiding in sensory integration and reducing anxiety.
Improved Engagement and Focus
Children with cognitive disabilities often struggle with attention and focus, especially in traditional classroom settings. Kinesthetic and tactile activities, such as building models, engaging in role-play, or using manipulatives, can capture their interest and keep them engaged. These activities align with their natural preferences for movement and touch, making learning more enjoyable and effective.
Development of Motor Skills
Hands-on activities help children develop fine and gross motor skills, which are essential for daily living and academic tasks. For instance, activities like tracing letters in sand or playing with clay can improve fine motor control, while more extensive physical activities like obstacle courses can enhance gross motor skills. These skills are particularly important for children with cognitive disabilities who may experience motor coordination challenges.
Strategies for Incorporating Kinesthetic and Tactile Learning
Use Props and Hands-On Activities
Incorporate a variety of props and tactile materials into lessons. For example, use rubber bands and pegboards to teach geometric shapes or provide textured materials for art projects. These tactile experiences help children connect abstract concepts with physical sensations, reinforcing their learning.
Make Story Time Interactive
Turn story time into an interactive experience by having children act out scenes or use puppets and props. This approach not only makes the stories more engaging but also helps children understand and remember the content better through active participation.
Incorporate Movement Breaks
Regular movement breaks can help children maintain focus and reduce restlessness. Activities like jumping jacks, stretching, or a quick dance session can refresh their minds and bodies, making it easier for them to return to more structured tasks.
Combine Learning Modalities
Using a multimodal approach can cater to various learning preferences simultaneously. For instance, combining auditory and kinesthetic learning through music and dance can be highly effective. An example is teaching the alphabet with a freeze dance game, where children dance to a song and freeze when the music stops. This method engages multiple senses and keeps learning dynamic and fun.
Conclusion
Incorporating kinesthetic and tactile learning styles into the education of children with cognitive disabilities is not just beneficial but essential. These approaches align with their natural learning preferences, enhance sensory processing, improve engagement, and support motor skill development. By understanding and implementing these strategies, educators and parents can create a more inclusive and effective learning environment that meets the needs of all children.
By embracing these methods, we can ensure that every child has the opportunity to succeed and thrive in their educational journey, regardless of their cognitive abilities.
Asmika, Asmika, Lirista Dyah Ayu Oktafiani, Kusworini Kusworini, Hidayat Sujuti, and Sri Andarini. „Autistic Children Are More Responsive to Tactile Sensory Stimulus.“ Journal of Medical Sciences 50, no. 2 (2018).
Children with cognitive disabilities often face challenges in communication and learning. Traditional teaching methods might not always work for them, so it’s important to use special approaches that meet their unique needs. Visual learning methods are especially helpful in supporting their education and development. This article explores how visual learning works and shares some tools and resources that can make learning easier for children with cognitive disabilities.
Why Visual Learning is Important
Visual learning uses the strengths of children with cognitive disabilities, especially those with autism, who often think in pictures rather than words. Visual supports like photos, drawings, objects, and written words help communicate more effectively. Studies show that these visual aids can improve understanding, reduce anxiety, and enhance learning.
How Visual Learning Works
Visual learning helps by providing clear, simple representations of ideas. Children with cognitive disabilities may find it hard to understand verbal instructions. Visual supports make communication easier by turning words into pictures they can understand. This approach is part of Universal Design for Learning (UDL), which means using different ways to teach so everyone can learn.
Visual Learning Strategies
There are several visual learning strategies designed to help children with cognitive disabilities. These strategies focus on creating a predictable and supportive learning environment.
Visual Schedules
Visual schedules are key tools that show a clear plan for daily activities. They help children understand what will happen and when, reducing uncertainty and stress. Visual schedules can use pictures, symbols, or words to represent different tasks. For example, the Picture Exchange Communication System (PECS) uses visual schedules to help with communication and routines.
First-Then Boards
First-Then Boards are useful for teaching children to follow directions and complete tasks. This visual strategy shows a preferred activity (the „then“ task) that will happen after completing a less preferred one (the „first“ task). It helps motivate children to do tasks they might not like by showing what comes next.
Visual Prompts and Social Stories
Visual prompts and social stories are great for teaching social skills and managing behavior. Social stories provide visual explanations of social situations and appropriate responses, helping children understand social cues and expectations.
Combining Play and Formal Learning
While learning through play is crucial for development, formal learning is also important for core skills like reading, writing, and math. A balanced approach that includes both play and structured learning can be very effective. Various visual resources and activities support this mixed approach.
Modern Tools: Goally
Technology offers new solutions for visual learning. Goally is a tablet designed for children with cognitive disabilities, featuring visual schedules, task analysis, and reward systems in a user-friendly format. Goally supports independent learning and helps children manage their routines effectively.
For children with cognitive disabilities, traditional learning methods can often be challenging and frustrating. Reading long passages of text requires sustained attention, which can be particularly difficult for these students. TTS with highlighted text addresses this issue by providing an auditory learning experience that keeps students engaged. As the text is read aloud, each word is highlighted, allowing students to follow along visually and aurally. This dual-input method reinforces learning and helps improve comprehension and retention.
Reducing Cognitive Load
Children with cognitive disabilities often experience a higher cognitive load when processing text. The need to decode and comprehend text simultaneously can be overwhelming. TTS reduces this cognitive load by allowing students to focus on understanding the content rather than struggling with the mechanics of reading. Highlighting text as it is read ensures that students can keep track of where they are in the text, further reducing the mental effort required.
Supporting Multimodal Learning
Different students have different learning preferences. While some may excel with visual aids, others may find auditory learning more effective. TTS with highlighted text supports multimodal learning by combining auditory and visual elements. This approach caters to various learning styles, ensuring that all students have the opportunity to succeed. For instance, in an interactive table prototype, students can interact with the content in multiple ways, making learning more dynamic and inclusive.
Fostering Independence and Confidence
One of the critical goals in special education is to foster independence among students. TTS with highlighted text empowers children with cognitive disabilities to access information independently. They no longer need to rely solely on teachers or peers to read aloud to them. This autonomy boosts their confidence and encourages them to take charge of their learning journey. As they become more comfortable with using TTS tools, their self-esteem and motivation to learn improve significantly.
Text-to-Speech with highlighted text is more than just a technological feature; it is a bridge to a more inclusive and accessible education system. By reducing cognitive load, supporting multimodal learning, fostering independence, and broadening access to information, TTS with highlighted text has the potential to transform the learning experiences of children with cognitive disabilities. As developers and educators continue to innovate, incorporating such features in educational tools and prototypes will be crucial in ensuring that every child has the opportunity to learn and succeed.
After discussing my topic and thinking about what the first prototype could look like, I have decided to narrow down my approach. The goal is to create a simple learning experience from start to finish, that could be tested in a real life situation.
First step was to discover the struggles that children with cognitive disabilities face in traditional learning environments. After that, I looked into different curriculums for the first 3 grades of elementary school, as that would be the demographic that I want to address for the start. While doing my research, I came across an interesting observation. Children with cognitive disabilities, more specifically ASD, often struggle with subjects like math, but when approached carefully by their teachers, with special care and focus on the subject, they thrive and become very good.
Looking into existing solutions for interactive math learning platforms, I’ve realizes that there is a lot of online learning platforms that offer interactive and engaging experiences. Platforms like Starfall and CTC Math are popular choices among educators and parents for enhancing math learning. However, when it comes to catering to children with cognitive disabilities, there is room for improvement.
1. Starfall: A Playful Approach to Learning
Strengths
Engaging Content – Starfall is renowned for its engaging and visually appealing content that captures the interest of young learners. Its use of animations, songs, and interactive activities makes learning fun and helps to keep students engaged for longer periods.
Foundational Skills Focus – The platform emphasizes foundational math skills, such as counting, addition, and subtraction, which are crucial for young learners and serve as the building blocks for more complex math concepts. This is particularly beneficial for students who need to strengthen their basic math skills.
Accessibility – Starfall offers a user-friendly interface with simple navigation, making it accessible for young children and those with limited digital literacy.
Limitations for Students with Cognitive Disabilities
Lack of Personalized Learning Paths – While Starfall provides a range of activities, it lacks the ability to create personalized learning paths that adapt to the individual needs and progress of each student. Children with cognitive disabilities often benefit from tailored instruction that meets their specific learning requirements.
Limited Support for Higher-Order Skills – The platform’s focus on basic skills means it does not adequately support the development of higher-order thinking and problem-solving skills, which are essential for more advanced math learning. This can limit its usefulness as students progress to higher grade levels.
Minimal Sensory Accommodations – Starfall does not offer significant sensory accommodations such as adjustable audio levels, customizable visual settings, or alternative input methods that could benefit students with sensory processing disorders or other cognitive disabilities.
2. CTC Math: Comprehensive Learning with Room for Growth
Strengths
Comprehensive Curriculum – CTC Math offers a comprehensive curriculum that covers a wide range of math topics from basic arithmetic to advanced calculus. This breadth ensures that students can progress through the curriculum at their own pace and access material appropriate for their grade level and ability.
Interactive Lessons – The platform features interactive lessons with step-by-step video tutorials, which can be particularly helpful for visual and auditory learners. This format allows students to revisit and review lessons as needed, reinforcing their understanding of key concepts.
Assessment Tools – CTC Math provides extensive assessment tools, including quizzes and tests that allow educators to monitor student progress and identify areas where additional support is needed. This feature is useful for tracking the development of students with cognitive disabilities and tailoring instruction to their needs.
Limitations for Students with Cognitive Disabilities
Limited Customization – Despite its comprehensive curriculum, CTC Math does not offer significant customization options to adapt lessons to the unique learning needs of students with cognitive disabilities. Personalized learning experiences that cater to individual strengths and challenges are essential for these students.
Complex Interface – The platform’s interface can be overwhelming for students with cognitive disabilities, who may struggle with navigation and the multitude of features available. Simplifying the user interface and providing clear, intuitive navigation could improve accessibility for these students.
Insufficient Sensory Support – CTC Math lacks features that address the sensory needs of students with cognitive disabilities, such as adjustable contrast, text-to-speech capabilities, or interactive elements that cater to sensory preferences. Incorporating these features could significantly enhance the learning experience for these students.
3. Improving Math Learning Platforms for Everyday Classroom Use
Enhancing Personalization
One of the primary ways to improve math learning platforms for students with cognitive disabilities is through enhanced personalization. Adaptive learning technologies that tailor content to the individual needs, pace, and learning style of each student can provide more effective and inclusive educational experiences. Incorporating algorithms that adjust the difficulty of tasks and offer personalized feedback can help ensure that each student receives the appropriate level of challenge and support.
Simplifying User Interfaces
A common barrier to accessibility in existing math learning platforms is complex user interfaces. Simplifying these interfaces by reducing clutter, using clear and consistent navigation elements, and providing visual cues can make the platforms more user-friendly for students with cognitive disabilities. Features such as larger buttons, minimalistic design, and straightforward instructions can help these students navigate the platform more independently.
Incorporating Sensory Accommodations
To better serve students with sensory processing issues, math learning platforms should incorporate a variety of sensory accommodations. Options like adjustable audio settings, customizable visual themes, and the ability to use tactile or kinesthetic inputs can create a more inclusive learning environment. Additionally, providing alternative input methods, such as speech recognition or switch access, can make the platforms more accessible to students with a range of physical and cognitive disabilities.
Providing Real-Time Feedback and Support
Platforms should include features that offer real-time feedback and support to help students understand their progress and areas for improvement. Interactive elements that provide instant feedback on tasks and offer hints or explanations for incorrect answers can facilitate learning and prevent frustration. Incorporating a help feature that allows students to ask questions or seek assistance can also be beneficial, particularly for those who may struggle with certain concepts.
Encouraging Collaboration and Social Interaction
Math learning platforms can benefit from incorporating features that encourage collaboration and social interaction among students. Tools such as shared problem-solving activities, collaborative projects, and discussion forums can help students develop important social skills and learn from their peers. For students with cognitive disabilities, these features can provide valuable opportunities for social engagement and support.
Gamification refers to the use of game design elements in non-game contexts to increase user engagement and motivation. This involves integrating concepts such as scoring points, earning badges, completing quests, and competing in challenges into lesson plans and educational activities. The goal is to leverage the natural human desire for play, achievement, and social interaction to make learning more enjoyable and effective.
Children with cognitive disabilities often face unique challenges in traditional learning environments, such as difficulties with attention, memory, and social interactions. Gamification can address these challenges by:
Enhancing Engagement and Motivation – Game elements like points, rewards, and progress tracking can make learning more engaging and motivating for children who may struggle with traditional teaching methods.
Providing Personalized Learning Paths – Gamified activities can be tailored to meet the individual needs and abilities of each student, allowing for differentiated instruction and personalized learning experiences.
Encouraging Social Interaction – Games often involve teamwork and competition, which can help children with cognitive disabilities develop social skills and build relationships with their peers.
Creating Safe Learning Environments – Gamification provides a safe space for children to take risks, make mistakes, and learn from them without fear of failure, fostering a growth mindset.
Improving Retention and Recall – Interactive and immersive gamified activities can enhance memory and retention of information, making it easier for children to recall what they have learned.
References:
Mubin, Siti Azreena, et al., Gamification Design Framework to Support Autism Children Interaction Skills: A Systematic Review, January 2020. https://ijcrr.com/uploads/3096_pdf.pdf.
